Perceptions of "Dropouts" Recovered as Adults : A Life Course Case Study on Older High School Graduates PublicDeposited

Descriptions

Research has established that poor outcomes are the future for those without a
high school diploma--yet students continue to drop out and become members of
that population. The purpose of this qualitative study was to investigate the
experiences and perceptions of individuals who did not complete high school
within the traditional age-graded time-frame, yet subsequently graduated from an
adult high school program. Currently, in the United States, few secondary options
exist for over-age dropouts. New Mexico and Indiana, however, are two states
that allow public funding to pay for high school without imposing upper age
limitations. For this case study, adult high school programs were identified in the
aforementioned states, and purposive samples were selected. Eight participants
were selected from the Gordon Bernell Charter School in New Mexico and 13
from Indiana’s Excel Centers. Of the 21 participants, 15 were female and six
were male. Ages ranged from 21 to 70 years old. The study’s theoretical
framework was anchored to Transformative Research, embedded in Social
Constructivism, and analyzed through a Life Course Perspective. Life course
examines complex interchanges and choices between individuals and their
environments within time, socio-cultural, and economic constraints; and
considers the effects of accumulated advantages and disadvantages. In this
research, the themes that developed from interview responses were categorized
and analyzed within the following five life course dimensions: a) time and place;
b) linked lives; c) agency; d) timing; and e) life span development. A key finding
revealed that changes in perspective had occurred over time--because the time
and place changed--bringing participants to a new era in their lives. This change
provided insight into past choices. Initial choices to drop out of school had
become regret, but individuals were empowered to make different choices when
given a new opportunity to finish high school. Timing also played into their
decisions to return to high school when facing the needs of their growing
children. Indications that people seek to grow and develop in positive and socially
accepted ways over the life-span were evident in participants' diverse age groups
and successes in graduating. These findings suggest that policies prohibiting
public education beyond age 21 may need to be reviewed. Findings also implied
that the cumulative disadvantages most of the participants had experienced in
their youth had presented them with few perceived options regarding completion
of high school. However, new opportunities allowed students to accumulate
advantages that provided life-changing turning points and facilitated changes in
life trajectories. Although results may not be generalizable to the greater
population, sufficient insights exist to initiate a conversation around how adult
high schools could help recover lost investments in secondary non-completers.
Implications of this study have the potential to impact future policy and program
development, inform adult education practitioners, and stimulate further research.